Information technology as boundary object for transformational learning

Collaborative work is considered as a way to improve productivity and value generation in construction. However, recent research demonstrates that socio-cognitive factors related to fragmentation of specialized knowledge may hinder team performance. New methods based on theories of practice are emerging in Computer Supported Collaborative Work and organisational learning to break these knowledge boundaries, facilitating knowledge sharing and the generation of new knowledge through transformational learning. According to these theories, objects used in professional practice play a key role in mediating interactions. Rules and methods related to these practices are also embedded in these objects. Therefore changing collaborative patterns demand reconfiguring objects that are at the boundary between specialized practices, namely boundary objects. This research is unique in presenting an IT strategy in which technology is used as a boundary object to facilitate transformational learning in collaborative design work

Learning From Each Other, Serving Together

At Trinity Christian College we believe that incorporating service and scholarship into teaching is congruent with the transformational nature of Trinity’s mission. An Illinois Campus Compact funded service-learning project broadened Trinity students’ understanding of service-learning pedagogy as they planned, participated in and assisted students with disabilities in service-learning experiences. College students, high school teachers and high school students with disabilities had the opportunity to work, learn, and serve together

Headmasters/headmistress' roles in facilitating learning organization in selected primary schools in Malaysia

The purpose of this study was to examine headmasters’ and headmistresses’ roles in facilitating learning organization and their perceptions of transformational leadership in primary schools. The study also examined the relationship between the headmasters’ and headmistresses’ perceptions of transformational leadership and their roles in facilitating learning organization. A survey method was used to collect data from 41 headmasters and headmistresses who were pursuing Bachelor degree programme in Educational Management. Organizational learning questionnaire developed by Silins, Zarins and Mulford (2002) was used to measure the roles of headmasters and headmistresses in facilitating learning organization, while transformational leadership questionnaire developed by Leithwood and Jantzi (1996, 1997) was used to assess leadership. Means and Pearson product correlations were used to analyze the data. Major results of this study showed that headmasters and headmistresses have high perceptions of learning organization and transformation leadership. Overall, transformational leadership indicated high and significant correlation with overall learning organization. Each dimension of transformational leadership indicated high and significant correlation with overall learning organization. Further, almost all dimensions of leadership showed significant correlations with dimensions of learning organization

Alternate pedagogy for developing transformational leadership

As the growing concern for educational reforms worldwide is on developing transformational leadership that is responsive to the needs of the local as well as the global contexts, teacher educators are still searching for pedagogies, which could help them to develop transformational leaders. This paper offers some scope to teacher educators to critically analyze current teaching learning pedagogies while preparing transformational leaders for the 21st Century. Utilizing the allegoric approach as an alternate pedagogy for developing transformational leadership, this paper deliberates upon the relevance and efficacy of the role of aesthetic tradition of learning in leadership development programmes. The paper argues that aesthetic approaches such as allegories, parables, metaphors, pictorial images, poetry, etc., have power, which help leadership learners to internalize principles and values in a language, which appeals to the whole of their being. Allegories engage learners in critical discourses, which help them to reconceptualise their roles and responsibilities as transformational leaders. However, current pedagogical approaches in most instances, while theorizing transformational leadership, devote time and efforts in discussing thoughts and literature developed and designed as a result of conventional‐rational paradigms rooted in scientific tradition of learning. Aesthetic traditions of learning offer a great source of wisdom to this newly emerging field of educational leadership with particular contribution in the process of professional development of transformational leaders in education

Redesigning Information Resources for Digital Natives

The influx of Digital Natives into higher education, combined with the introduction of virtual learning environments as the primary means of interaction between students and universities, will have a transformational effect on learning and on library services. This paper examines the e-book market-place and the main UK responses to it (the Southern Universities Purchasing Consortium’s tender and the JISC E-Books Observatory project). Within this context the innovative measures already taken by Bournemouth University are discussed, as are plans to develop innovative pedagogic frameworks and an e-reading strategy through a Higher Education Academy-funded pathfinder project, Innovative E-Learning with E-Resources (eRes)

Assessing transformational leadership components as drivers in learning organisations

University of Technology, Sydney. Faculty of Business.Transformational leadership is highly recognised for bringing change to organisations and for its significant positive effects on employee satisfaction and development, developing self-management teams and organisational effectiveness, and contributing to innovation and creativity. Yet there has been relatively little research on how transformational leadership actually works. It has been well established that a continuously evolving organisation is one that can truly learn. However, little is known about the role of knowledge and learning in promoting change. Consequently, one of the major management challenges is to understand management's role in organisational change and business success. It has been found that the reaction of learning organisations in response to external environment not only positively impacts the performance of the organisation but also enhances job satisfaction and performance among employees. Despite the critical importance of transformational leaders in leading and developing organisations and the significance of transforming organisations into learning organisations, the area of research that covers the role of leaders in developing an organisation that can truly learn (learning organisation) has not been covered to a significant degree. This research study investigates the effect of the transformational leadership components developed by Bass (1990, 1985) on the disciplines of Learning Organisations developed by Senge (1990). It investigates proposals for transformational leadership to better lead Learning Organisations. To this end, 37 semi-structured and unstructured interviews were conducted in five learning organisations in Jordan. This research is qualitative in nature and utilises an interpretative approach in studying and analysing the five cases studied. In general, research findings confirmed the few previous findings indicating that transformational leadership has a significant positive effect on Learning Organisations. However, this research investigates the specific effect of each of the components of transformational leadership on the five disciplines of Learning Organisations. Research findings suggest that Idealised Influence has a positive impact on the development of Shared Vision, Intellectual Stimulation has a positive impact on the development of the Mental Model, and Individualised Consideration has a positive effect on developing Personal Mastery. Additionally, findings suggest two points that ought to be considered by transformational leadership to effectively lead Learning Organisations: 1) transformational leadership should be a culture; and 2) transformational leadership should be governed by integrity and ethics. The research also identifies the effect of some variables such as size, age, field of work and gender composition on the findings of this research. The research also explores the implications of its findings on leaders in organizational life and makes recommendations for future studies. Findings are to be limited to Jordan. However, the finding suggesting that transformational leadership should be governed by integrity and ethics can be applied to a much wider setting

Buck-I-SERV: Uruguay

STEP Category: Service-Learning and Community ServiceSTEP Expo poster about Buck-I-SERV experience in Uruguay.The Ohio State University Second-year Transformational Experience Program (STEP)Academic Major: Computer Science and Engineerin

Womankind Service Trip

STEP Category: Service-Learning and Community ServiceMy BUCK-I-SERV trip to New York City consisted of like-minded students serving at an organization called Womankind, which is dedicated on bringing refuge, recovery, support, and renewal to domestic violence survivors. We worked on painting and repairing the site’s infrastructure to make the place more inclusive and welcoming for the current residents living there.The Ohio State University Second-year Transformational Experience Program (STEP)Academic Major: Psycholog

Universities of the Third Age : a rationale for transformative education in later life

This article addresses the political context of third-age learning. It aims to expose how relations of power and inequality, in their myriad combinations and complexities, are manifest in Universities of the Third Age [U3As]. The dominant functionalist approach towards late-life learning is jettisoned in favor of a socio-political framework that asks: whose interests are really being served? and, who controls the learning process? It highlights the role of U3As in reproducing unequal relations in later life with special emphasis on positive ageism, elitism, gender, and third ageism. The article ends by proposing a possible way forward away from a neo-liberal ideology through a transformative rationale for older adult education based on the values of social justice, social leveling and social cohesion. Seven principles are forwarded: a transformational agenda, widening participation, critical geragogy, elearning, pre-retirement education, intergenerational learning, and fourth age learning.peer-reviewe

Blurring the boundaries? Supporting students and staff within an online learning environment

The inclusion of online learning technologies into the higher education (HE) curriculum is frequently associated with the design and development of new models of learning. One could argue that e-learning even demands a reconfiguration of traditional methods of learning and teaching. One of the key elements of this transformational process is flexibility. This paper considers a number of aspects relating to the flexibility inherent within models of online learning and the potential impact of this on support structures. City University, London, is used as a case study to provide examples of online practice which support strategies outlined here. A number of models of online learning are used at the University to provide evidence of the variation in modes of support and illustrate the different needs of both students and staff when using these forms of learning. What is apparent through this discussion is that to provide effective support for online learners, whether students or staff, clear and solid structures need to be put in place to assist with the creation of an online community